Abstract
Despite the effectiveness of using video-modelling to teach skills for students with autism spectrum disorder (ASD), few studies have addressed video-modelling being adopted in the classrooms. This study measured special educators' current use of video-modelling in teaching students with ASD in Saudi Arabia. It also investigated the factors predicting current and future use of video-modelling based on Diffusion of Innovation Theory.
A descriptive research design was used. A total of 271 special educators responded to a survey. A stepwise multiple regression and a logistic regression analysis were used to determine factors predicting current and future use of video-modelling.
Results showed that special educators used video-modelling in teaching students with ASD at a low level (
= 2.59). Stepwise multiple regression analysis revealed that the combination of perceived relative advantage, perceived complexity, perceived trialability, and perceived observability predicted current use of video-modelling, whereas the logistic regression analysis revealed that perceived relative advantage and perceived trialability were only predictors of future use of video-modelling.
Results show that video-modelling is still used as an assistive technology slightly in teaching students with ASD, suggesting that educators may find it challenging to use video-modelling in classrooms. Results indicate that using video-modelling in teaching students with ASD can be influenced by a variety of factors related to the Diffusion of Innovation Theory. This is evidence that educational and rehabilitation stakeholders need to cooperate in addressing these factors to close the research-practice gap, and improve the adoption of video-modelling in classrooms.IMPLICATIONS FOR REHABILITATIONFew studies have addressed how video-modelling as an assistive technology is being adopted in the classroom.The findings revealed that video-modelling was underutilized in the classrooms for students with ASD, indicating the need to investigate causes contributing to this lack of adoption and to increase video-modelling use.Perceived relative advantage, complexity, trialability, and observability predicted educators' current video-modelling use.Perceived relative advantage and trialability predicted educators' future video-modelling use.Support should be done via collaboration among special educators and other professionals (e.g., assistive technology specialists, occupational and physical therapists) to help in development of and use video-modelling more extensively.